Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Evidence for unreliable scores from young kids

Consider a simple example: a class of students takes a 100-item true/false test on a subject. Suppose that all students choose randomly on all questions. Then, each student�s score would be a realization of one of a set of independent and identically distributed random variables, with a mean of 50. Naturally, some students will score substantially above 50 and some substantially below 50 just by chance. If one takes only the top scoring 10% of the students and gives them a second test on which they again choose randomly on all items, the mean score would again be expected to be close to 50. Thus the mean of these students would �regress� all the way back to the mean of all students who took the original test. No matter what a student scores on the original test, the best prediction of his score on the second test is 50.
If there were no luck or random guessing involved in the answers supplied by students to the test questions then all students would score the same on the second test as they scored on the original test, and there would be no regression toward the mean.
Most realistic situations fall between these two extremes: for example, one might consider exam scores as a combination of skill and luck. In this case, the subset of students scoring above average would be composed of those who were skilled and had not especially bad luck, together with those who were unskilled, but were extremely lucky. On a retest of this subset, the unskilled will be unlikely to repeat their lucky break, while the skilled will have a second chance to have bad luck. Hence, those who did well previously are unlikely to do quite as well in the second test.
The following is a second example of regression toward the mean. A class of students takes two editions of the same test on two successive days. It has frequently been observed that the worst performers on the first day will tend to improve their scores on the second day, and the best performers on the first day will tend to do worse on the second day. The phenomenon occurs because student scores are determined in part by underlying ability and in part by chance. For the first test, some will be lucky, and score more than their ability, and some will be unlucky and score less than their ability. Some of the lucky students on the first test will be lucky again on the second test, but more of them will have (for them) average or below average scores. Therefore a student who was lucky on the first test is more likely to have a worse score on the second test than a better score. Similarly, students who score less than the mean on the first test will tend to see their scores increase on the second test.